So sánh phương pháp

	Nghiên cứu hành động giáo dục	Nghiên cứu dựa trên thiết kế	Nghiên cứu bài học
Lĩnh vực	Phương pháp thực địa	Phương pháp thực địa	Phương pháp thực địa
Họ	Process / pipeline	Process / pipeline	Process / pipeline
Năm ra đời	1940s (Lewin); educational context developed 1970s–1980s	1992	Late 19th century Japan; international dissemination from 1999
Người khởi xướng	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Ann L. Brown and Allan Collins (independently, 1992)	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
Loại	Participatory qualitative research design	Interventionist qualitative-quantitative mixed methodology	Collaborative practitioner inquiry / professional development research
Công trình gốc	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.	Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744
Tên gọi khác	EAR, practitioner research, teacher action research, classroom action research	DBR, design research, design experiment, educational design research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
Liên quan	6	6	5
Tóm tắt	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.	Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide.